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Internship Learning Experience

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Leotie Yard

on 30 April 2014

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Transcript of Internship Learning Experience

Mid-Year Resident Assistant Hire Training
Shaping the Environment
-Training structured to be more discussion based (LPM)
-During sessions
-Involving the RAs in training
-Utilizing previous mid-year hires (Teaching as showing)
-Share knowledge
-Serve as a buddy and resource
-Developing goals (Repetition)
-Connecting to their new role as an RA
-How they will uphold the six components
-Time for group/personal reflection (Reflection)
-Group reflection after sessions
-Personal reflection
Currently: electronic survey after completion of training
Why Mid-Year RA Hire Training?
-My Experience
-Lack on emphasis for mid-year training
-The importance of mid-year training
Learning Outcomes
Resident Assistants that complete Mid-Year Training will...
What I want training to look like...
Main focus: Your RA role
Topics covered: RA contract, how RAs fit into the UHDS department, 6 primary components
(other topics as needed)

12-1pm: Lunch

Main focus: Being a mid-year RA
Topics covered: Being a mid-year, entering a pre-established community, entering a staff mid-year
(other topics as needed)

5-6pm: Dinner

6-8pm: In-Hall/Staff Bonding
The Dimensions
Learning Outcome Example:

Resident assistants that complete mid-year training will...

...connect how their RA role fits within the University Housing and Dining Services' Residence Life department

Internship Learning Experience:
Leotie Yard
Fall 2013
Western Illinois Univeristy

Connecting to the Mission
Mission of UHDS...
The mission of University Housing and Dining services is to provide safe, clean, well-maintained facilities, a creative, flexible dining program and residence hall and apartment environments that are stimulating and supportive of the academic mission of the university at the most competitive price possible.
Values of UHDS...
We are committed to creating communities that promote leadership and personal growth. As a staff we will work to create opportunities that will introduce students to a wide array of leadership experiences. We are committed to being partners with student leaders and seek to incorporate the voice of the students living on campus.

Our goal is to create environments where everyone is welcome. Success is a likely outcome when students engage in their environments. We facilitate community through orientation programs, socials, community meetings, special living options, group dining opportunities, community service projects, and informal faculty interaction.

Learning at WIU is encompassed in all aspects of the University community. The residence hall and apartment environments support the academic goals of our students by providing opportunities to address important issues, try new ideas, and find meaning in the everyday choices they make. The residence hall staff provides educational programs, opportunities to interact with faculty, and informative bulletin boards. We also provide state-of-the-art computer labs and classes which are held right in the residence halls.

It is important that we challenge ourselves to find more efficient ways to provide a quality housing experience. With that in mind, we listen and respond to student feedback, to the results of environmental and satisfaction surveys, and to informal ideas raised by our customers.
Things to consider...
-identify and explore the six primary components of their RA role (community facilitator, team member, programmer, referral agent, University representative, and administrator) outlined by University Housing and Dining Services Residence life department

-connect how their RA role fits within the University Housing and Dining Services' Residence Life department

-discuss and establish strategies for working within pre-established communities in the residence halls

-develop goals that pertain to how their RA role and the six primary components align with their personal and academic life
-Being realistic
-Understanding the restrictions
What is currently happening...
8:00 am
-Mid-Year RA Welcome/Icebreaker (Committee)
-Residence Life and RA Philosophies
-RA Contract (Tera) Capital Rooms

9:00 am
-Buddy Introductions (Committee)
-A Week in the Life of an RA

10:00 am
-Leatherneck Connection Model and Binders
-Entering a Pre-Established Community & Community Building

12:00 pm

1:00 pm
-Policies and Procedures (Pictionary)

2:00 pm
-Campus Resources

3:00 pm
-Behind Closed Doors Intro

5:30 pm
-Dinner (Mid-Years, Buddies, Headstaffs – Aurelio’s Pizza)

6:30 pm
-In-Hall w/ Buddies and Headstaff
 Check-in w/ Mid-Years
 Building Tour & Example Rounds
 Duty (procedures, handling situations, crisis, etc.) – reference BCD scenarios
 Fire, Tornado, and Evacuation Procedures
 Paperwork (PAVE, Weeklys, Vandalism Reports, RCRs, etc.)

8:00 am
-Breakfast (Mid-Years, Buddies, Headstaffs – Grab & Go from Hyvee)

8:45 am
-Facilities & Fire Safety (Joe R.)

9:30 am

10:00 am
-Mid-Year Hire Behind Closed Doors

12:00 pm
Lunch (Mid-Years, Buddies, Headstaffs, & Clerks – Jimmy Johns)

1:00 pm
-Behind Closed Doors

5:00 pm
-Hy-Vee Dinner (All)

Is this working?
Main focus: Department procedures, rules, policies
Topics covered: University emergency procedures & UHDS rules and policies
(other topics as needed)

Main focus: Goal Setting
Topics covered: Time for RAs to set goals pertaining to the six components, as well as academics and personal

-Use of group reflection time
-Survey at end of first & second day
-Revisiting goals throughout the semester
-Weeklies and 1:1s
-Throughout training
-Continuing into the semester

Cognitive: connecting by making sense of the RA role and the department
Interpersonal: relating the RA role to the Residence Life department
Intrapersonal: seeing the RA role as theirs
Remembering what we know about learning...
Learning Partnerships Model
Allowing time for reflection...
"Even the quickest learner needs time for reflection" (Zull, 2002, p. 162)
"...the better student was the one who thought the most deeply. And thought takes time!" (Zull, 2002, p. 162)
"Patterns get our attention" (Zull, 2002, p. 191)
Teaching as Showing
"A teacher is one who shows... show more, share more" (Zull, 2002, p. 147-148)
Remember: Formative and Summative
Baxter Magolda, M. B. (2004). Learning partnerships model: A framework for promoting self-
authorship. In M.B. Baxter Magolda & P.M. King (Eds.), Learning partnerships: Theory and models
of practice to educate for self-authorship (p. 37-62). Sterling, VA: Stylus Publishing.

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard
University Press.

Western Illinois University. (2013). University housing and dining services: Mission, value, and
philosophy. Retrieved from http://www.wiu.edu/student_services/housing/about/mission.php.

Schoper, S. (2013). Assessing your outcomes. Personal collection.

Schoper, S. (2012). Learning outcomes. Personal collection.

Schoper, S. (2013). Shaping the environment. Personal collection.

Zull, J. E. (2002). The art of changing the brain. Sterling, VA: Stylus Publishing.
When writing learning outcomes...
Who is the audience?
-Who are we hoping to reach?
-“resident assistants that complete mid-year training"
What is the action?
-What do we want our audience to do?
What is the Condition?
-Context for action
-“how their RA role fits within UHDS Residence Life Department”
What is the degree?
-Complexity of the action verb

Example: Resident assistants who complete mid-year training will connect how their RA role fits within the University Housing and Dining Services' Residence Life department
Full transcript